Author:
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 10

View

Book Description

Author: Illinois State Board of Education (1973- ). Student Assessment Section
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 11

View

Book Description

Author: Illinois State Board of Education, Springfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 13

View

Book Description
In Spring 2004, students in grades 3, 5, and 8 took Illinois Standards Achievement Tests (ISAT) in reading, mathematics, and writing. Students in grades 4 and 7 took ISAT tests in science and social science. Grade 4 and 7 students also participated in statewide studies in fine arts and physical development and health. ISAT measures the extent to which students are meeting the Illinois Learning Standards (1997). Illinois teachers and curriculum experts developed the ISAT tests in cooperation with the Illinois State Board of Education (ISBE). Schools and districts receive a summary report and student roster for each grade tested, Individual Student Reports for each student, and a student data disk for each school or district. Districts also receive a District Summary, which is a roster by grade of the results of all schools in the district. No individual student results are reported for fine arts or physical development and health.

Author:
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 28

View

Book Description

Author: Christine Espin
Publisher: U of Minnesota Press
ISBN: 0816679703
Category : Education
Languages : en
Pages : 408

View

Book Description
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrumental for researchers and practitioners in both general and special education, particularly those involved in the rapidly growing Response to Intervention (RTI) approach, an approach used to determine the performance and placement of students with learning difficulties. A Measure of Success presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond. Timely and unique, this volume will interest anyone in education who wants to harness the potential advantage of progress monitoring to improve outcomes for students. Contributors: Laurence Bergeron; Lionel A. Blatchley; Renee Bradley; Mary T. Brownell, U of Florida; Todd W. Busch, U of St. Thomas; Heather M. Campbell, St. Olaf College; Ann Casey; Theodore J. Christ, U of Minnesota; Kelli D. Cummings, U of Oregon; Eric Dion, U du Québec à Montréal; Isabelle Dubé, U du Québec à Montréal; Hank Fien, U of Oregon; Anne Foegen, Iowa State U; Douglas Fuchs, Vanderbilt U; Lynn S. Fuchs, Vanderbilt U; Gary Germann; Kim Gibbons; Roland H. Good III, U of Oregon; Anne W. Graves, San Diego State U; John L. Hosp, U of Iowa; Michelle K. Hosp; Joseph R. Jenkins, U of Washington; Ruth A. Kaminski; Panayiota Kendeou, Neapolis U Pafos, Cyprus; Dong-il Kim, Seoul National U, South Korea; Amanda Kloo, U of Pittsburgh; Danika Landry, U du Québec à Montréal; Erica Lembke, U of Missouri; Francis E. Lentz Jr., U of Cincinnati; Sylvia Linan-Thompson, U of Texas at Austin; Charles D. Machesky; Doug Marston; James L. McLeskey, U of Florida; Timothy C. Papadopoulos, U of Cyprus; Kelly A. Powell-Smith; Greg Roberts, U of Texas at Austin; Margaret J. Robinson; Steven L. Robinson, Minnesota State U, Mankato; Catherine Roux, U du Québec à Montréal; Barbara J. Scierka; Edward S. Shapiro, Lehigh U; Jongho Shin, Seoul National U, South Korea; Mark R. Shinn, National Louis U; James G. Shriner, U of Illinois, Urbana-Champaign; Paul T. Sindelar, U of Florida; Deborah L. Speece, U of Maryland; Pamela M. Stecker, Clemson U; Martha L. Thurlow, U of Minnesota; RenátaTichá, U of Minnesota; Gerald Tindal, U of Oregon; Paul van den Broek, Leiden U, the Netherlands; Sharon Vaughn, U of Texas at Austin; Dana L. Wagner, Augsburg College; Teri Wallace, Minnesota State U, Mankato; Jeanne Wanzek, Florida State U; Mary Jane White, U of Minnesota; Mitchell L. Yell, U of South Carolina; Naomi Zigmond, U of Pittsburgh.

Author: Illinois State Board of Education, Springfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

View

Book Description
The Illinois Reading Assessment Framework is designed to assist educators, test developers, policy makers, and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local reading curriculum and should not be considered a state reading curriculum. The Framework defines the reading content that will be assessed in the Illinois Standards Achievement Test (ISAT) beginning with the 2005-2006 school year.

Author: Illinois State Board of Education (1973- )
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 61

View

Book Description
This study guide is designed to help you prepare for the Assessment of Professional Teaching (APT) tests of the Illinois Certification Testing System (ICTS). The test is required of individuals who on or after October 1, 2003, apply for early childhood, elementary, secondary, or special teaching certificates.

Author: Illinois State Board of Education, Springfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 30

View

Book Description
The Illinois Mathematics Assessment Framework is designed to assist educators, test developers, policy makers, and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local mathematics curriculum and should not be considered a state mathematics curriculum. The Framework defines the mathematics content that will be assessed in the Illinois Standards Achievement Test (ISAT) beginning with the 2005-2006 school year.

Author: Susan E. Israel
Publisher: Routledge
ISBN: 1317639669
Category : Education
Languages : en
Pages : 946

View

Book Description
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.

Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages :

View

Book Description
This study guide is designed to help you prepare for the Assessment of Professional Teaching (APT) tests of the Illinois Certification Testing System (ICTS).